About Us

Our Approach

ABC’s methodology is based on the science of teaching for all children. It is a practice that provides superior education and is based exclusively on empirically validated and replicated procedures. Children learn to skills they could not do without special instruction and expand their community of reinforces, or passionate interests. We believe it is not enough for a child to learn to read, or even to read fluently. Rather, our goal is to teach one to read fluently, constantly improve, and to love to read. We provide proven systematic scientific procedures to the children we serve.

Our Curriculum

We utilize both criterion and norm-referenced assessment tools (i.e., VB MAPP, PIRK, A-BILLS and Vineland Adaptive Behavior Scales) to determine children’s current repertoires. These repertoires are categorized as follows:

  • Communication- These repertoires pertain to the development of Verbal Behavior, which includes both listener repertoires (e.g., compliance to verbal commands, responding verbally to either verbal or non-verbal stimuli) and speaker repertoires (e.g., requesting, commenting and/or conversing).​
  • Social/ Emotional- These repertoires pertain to the Theory of Mind and are associated with emotional intelligence, empathy, pragmatics, attention-al control, sharing, appropriate touching and appropriate demeanor.
  • Self-help Skills- These repertoires pertain to the development of skills of daily living (e.g., dressing, feeding, grooming, toilet training, etc.)
  • Community Self-sufficiency- These repertoires pertain to a child’s level of success in the community, both independently and/or with their parent (e.g., remaining within designated areas, utilizing Functional Communication with appropriate people, finding help if needed, following rules and engaging in appropriate behaviors).
  • Play Skills- These repertoires pertain to the development of parallel, collaborative and imaginative play, and the expansion of the child’s Community of Reinforces or preferences (e.g. playing with toys independently, reading books independently, playing games appropriately).
  • Physical/Motor Skills- These repertoires pertain to both fine motor skills (e.g., holding and using utensils) and gross motor skills (e.g., throwing a ball, climbing, running, walking, jumping, etc.).
  • Academics- These repertoires pertain to all academic skills (e.g., addition, letter recognition, reading, etc.).

Our Programs are Characterized by the Following Components:

  • Individualized instruction
  • Continuous measurement and analysis of teacher and student responses
  • Graphic display of student learning and achievement of objectives
  • The use of empirically validated tactics to make instructional decisions
  • The use of empirically tested curricula and curricular sequences
  • Curriculum based on the Analysis of Verbal Behavior, both criterion-referenced and normative assessments and the presence of skill sets across communicative, social, emotional, play, self-help and behavior domains
  • The development of both educationally and socially significant goals of instruction
  • The development of positive teaching environments and avoidance of coercive and punitive procedures
  • Our consultants and supervisors are strategic scientists of pedagogy and behavior